{"id": 17}
Given→The givenDET diagram visualize→demonstratesVERB the proportion of ∅→theDET population aged 65 and over in Japan , Sweden and the United States from 1940 to 2040 . In all of the countries , the proportion was growing rapidly during the ∅→XXthNOUN century , with Japan being an exception , where it was stable from 1940 to 1980 , decreasing slightly from 5 % to about 3 % in 1960 . After a stable period , we see a huge incline→increaseNOUN that would occur in Japan from 2020 to 2040 . About a third of a→the theDET ∅→JapaneseADJ population would→is going toVERB be aged 65 and over in 2040 ,→-PUNCT compare that to below 5 % part in 2000 . ∅→TheDET USA , however , had ∅→aDET bigger part of old→elderlyADJ people throughout the ∅→XXthADJ century , having 10 % in 1960 and even 15 % in 1980 , but the overall part→percentageNOUN would→is expected toVERB be below ∅→that of theOTHER Japanese in 2040 , whew→whenSPELL 25 % would→are going toVERB be 65 and older . ∅→The graph forOTHER Sweden chart→∅NOUN is almost equal to ∅→that ofOTHER the US→USAMORPH one→∅OTHER , ∅→theDET only big discrepancy is 20 % in 2020 in Sweden versus below 15 % in the US . Overall , we can see a strong tendention→tendency for theOTHER that→theOTHER population is→toVERB:TENSE⚠️ getting→getVERB:FORM older at a whole with time in these countries .

{"id": 18}
I strongly disagree with the given assumption , i→IORTH do n't even think that gender equality should be a principle at all . In my opinion , there are a lot of gender specialized spheres , and i→IORTH think , that this specialization is based on basic biological and social differences between males and females . Throughout the history , men and women were→haveVERB always distinct→distinguishedMORPH male jobs from female jobs , an→andSPELL the reason was nor the stereotypes , but biological features . At→OnPREP a→theDET whole , men are more physically developed , and ∅→women areOTHER more capable of doing a repeatable→repetitiveADJ machanical→mechanicalSPELL work ∅→whichDET is much easier for them , such a clothing→as making clothesOTHER is . To specialize→SpecializingVERB:FORM on a type of work you 're best at , is the most efficient way to organise society . Social aspect also helps with specialization , for example , barbers are more frequently women than men , because fashion is their sphere of interest . However , there always are deviations , and we must wespect→respectSPELL them , ∅→soCONJ if a woman wants to become a mathematician , and has skills in math , we should never limit her ambitions . Some→Same The sameOTHER with a mon→manNOUN who wants to become specialist in fashion . If universities ever would→were toVERB✅ count gender as a decisive factor , the whole education system would be broken ∅→,PUNCT in my opinion . Why would a girl student care about the exams while she can go into the elite tech colleges , and be accepted only because she is a girl , and a→that meansOTHER gender equality heeds to be strained . All organizations , from my point of view , should never care whether ∅→a aDET studen→studentSPELL or employee or a candidate is a→∅DET male or a→∅DET female . Only→The onlyDET thing that really matters is their personal skills and dedication . Maybe this way we will miss→lackVERB a gender equality , but we will achieve a much more important thing , ∅→equality forOTHER the→allDET people equality→∅NOUN .

{"id": 20}
The number of male and female shoulb→shouldSPELL be equal in every subject in→atPREP universities . There are different oppinions→opinionsSPELL on this topic . Some people agree with this when→whileOTHER others give many reasons and present disadvantages of proportional position . I agree with position→the the opinionOTHER about→ofPREP accepting equal numbers of male and female ∅→studentsNOUN . I think universities should practise this . First of all , in that situation all of→∅PREP students should→wouldVERB:TENSE⚠️ feel better ,→∅PUNCT than in the situation ,→∅PUNCT when in ∅→aDET class there are more girls or boys . In different scientific articles or materials it can be founded→foundMORPH ,→∅PUNCT that male→menOTHER and female→womenNOUN has→haveVERB:SVA different types and strategies of thinking . I think ,→theOTHER proportional system of students can helps→helpVERB:FORM to understand for person both strategies of thinking , look→of lookingOTHER at the same problem in different ways . Fuithermove→FurthermoreSPELL , it is ∅→aDET useful skill not only for studding→studyingVERB process , but also for life and work . Moreover , it should be noted that ∅→the theDET number of male and female students influence→influencesNOUN:NUM behavior . For→Speaking fromOTHER my own experience ∅→,PUNCT I can make comparison→a a conclusionOTHER that choising→choosingSPELL ∅→theDET proportional system in education is really very important part . For example :→,PUNCT in my school I ∅→wasVERB:TENSE✅ educated in the→aDET class of girls . ∅→OnlyADV Only when I was in ∅→theDET 10th class→grade grade gradeNOUN ∅→did didVERB:TENSE✅ the situation changes→changeVERB:SVA some girls feel→feltVERB:TENSE✅ uncomfortable and their behavior became worse that→thanPREP it was earlier . The next reason ∅→isVERB:TENSE✅ related with→toPREP ∅→theDET competition between male and female ∅→studentsNOUN . Nowadays , it is not ∅→aDET secret that girls become better in some ways of life than boys . For example , girls move ∅→moreADV attentivly→attentivelySPELL than boys , they ∅→areVERB ready for→toPART help in higher way→moreOTHER . But also not all people agree with this extent . So the competition can gives→giveVERB:FORM objective results for students , professions and reseavehes→researchersSPELL . Also it is→constitutesVERB ∅→theDET reason for self - developing→developmentMORPH . In conclusion , I would like to say that universities make ∅→theDET right choise→choiceSPELL ,→∅PUNCT when ∅→theyPRON accept equal number→numbersNOUN:NUM of male and female ∅→studentsNOUN in every subject , but it is not availible→availableSPELL now , case of→becauseOTHER the general population of male→menOTHER and female→womenOTHER is not the same .

{"id": 21}
The data below demontstrates→demonstratesSPELL the proportion of population among citizens of→∅PREP age→agedVERB:FORM 65 and over in Japan , Sweden and the United States during one handrend→hundredSPELL years ( 1940 - 2040 ) . It can be seen from the graph that the greatest mount→numberNOUN of old→elderlyADJ people were→wasVERB:SVA in the USA . It mades→madeSPELL almost 10 percents→percentNOUN:NUM of population in 1940 while in Japan people of th→theSPELL same age group were represented with 5 percents→percentNOUN:NUM of all the citizens and in Sweden this number were→wasVERB:SVA about 7 percents→percentNOUN:NUM . Moreover , it has to be noticed , that ∅→theDET population of aged people has ∅→aDET tendency to growth→growMORPH . In the United States , after have being readun→having reachedVERB the mark of 15 percent in 1980 ∅→theDET number of old citizens remained staiddly→steadyADJ and started to increase after 2000 . It will reach its peak point ( a little bit more than 20 percents→percentNOUN:NUM ) in 2040 . According to the chart , the similar situation takes place in Sweden . It can be mentioned that ∅→theDET Swedish start→startedVERB:TENSE✅ getting old intensively after 1950 . Never the less→NeverthelessORTH , he→theSPELL amount of old citizens will slightly accrease→increaseSPELL in 2020 's→2020sOTHER and then it will comes→comeVERB:FORM to its peak of 25 percents→percentNOUN:NUM in 2040 . Contrary to other responders , in Japan people of 65 years old and more made ∅→upPART a number less than 5 percent from all the population for 60 years . ( 1940 - 2000 ) . In 2000 it made 5 percents→percentNOUN:NUM and ∅→theDET amount of old people continues to increak→increaseSPELL sharply and it will be resulted→resultVERB:TENSE✅ in move→moreSPELL than 25 percents→percentNOUN:NUM of olded→elderlyADJ people in 2040 . To sum it up , it chould→shouldSPELL be mentioned that population of three analyzed countries ilse→willVERB come→becomeVERB older and older . And Japan is most→moreADV likely to be a leader ame→asSPELL to the number of old people .

{"id": 22}
Different social movements what right for dender→genderSPELL equality becomes→becomeVERB:SVA✅ more and more popular . They try to get the same treatment in every field of live→lifeNOUN . Sometimes buch→bookNOUN activity leads→makesVERB sertain→certainSPELL in a→∅OTHER ividuals→individualsSPELL to think that even educational programs of every subject should provide the same number of students of both sexes . Personally , I can not agree with that→thisDET statement . There is no doubt , that people of every social groups→groupNOUN:NUM should be equally presented in every social institution . Women must be able to elect and be elected as men individual . There must be no discrimination during biring→beingSPELL at work according to gender and other carachteristics→characteristicsSPELL which are→doVERB not correspond to profecssional→professionalSPELL qualities . Every person in Russia and in any ather→otherSPELL country has ∅→aDET constitiunal→constitutionalSPELL right for getting ∅→anDET education . And restriction of this right is unacceptable . To my mind , there is→areVERB:SVA no reasonable arguments→argumentNOUN:NUM for limitting→limitingSPELL the number of students due ∅→toPREP their gender . More over→moreoverORTH , such ∅→anDET idea can be resulted in grave consequences . For instance , if we destlict→depriveVERB someone in→ofPREP their right for ∅→aDET higher education it can cause the termination of woman development as personality . In our modern society , where personality always comes first→,OTHER for such individuals→thereOTHER will be no place ∅→for such individualsOTHER and they will be more likely to become criminals or other not preferable elements . At the some→sameSPELL time , it can be argued ∅→,PUNCT that to much freedom in higher education has negative impact on other lower levels . It can be true , but , to my mind , there thust→mustSPELL be some other revags→leveragesSPELL to make not→nonSPELL - high professional education attractive for students . To sum it up , I would like to say that the idea of acceptance→acceptingMORPH the same amount of male students as a→∅DET female in university seems to has→makeVERB no sense . Obviously , there is no any convicnt→convincedSPELL reason to mare→makeVERB it possible , because all the→∅DET people should be provided agrith→withPREP equal rights , especially with fundamental ones . And ∅→theDET right for education is among them .

{"id": 23}
The presented data shows us the percentage of people aged 65 and over in three different countries (→theOTHER USA , Sweden and Japan ) in→fromPREP the second half of the 20th century and up to 2040 . But what factory→factorsMORPH make the figures so varied ? First of all , it is the average length of life . Japan is well - known for its long - living people , and that is why ∅→it is not surprising thatOTHER the proportion of them is expected to excud→excedeSPELL 25 % by 2040 . However , the economic situation has not always been so brilliant , moreover , it was→has beenVERB:TENSE⚠️ much worse there then→thanSPELL in Europe and America , so the number was→isVERB:TENSE⚠️ relatively low until the expected acute rise in 2030 . Also , that is due to the fact that more children are born in Japan , and as a result , they take up some ' space ' in the generations division . Secondly , it is ∅→theDET social policy that afects→affectsSPELL the quality of life . After the introduction of state insurance and pensions both in the USA and Sweden , more elderly people were able to afford suitable medical treatment , housing or other benefits . Another option→causeNOUN is the decline in the number of children per family . More and more young people decline→tendVERB to start a family later anf→andSPELL have only 1 or 2 offsprings→childrenNOUN , and this tendency will certainly bring about the growth of→inPREP the proportion of the→∅DET elderly people , as those born in 1975 are→will beVERB:TENSE⚠️ 65 years old by 2040 . To draw a conclusion , we may say that not only social or economic tendencies , but also government policies might cause certain changes in social→demographicADJ proportions , consequently , these policies and tendencies should be accurately governed→monitoredVERB .

{"id": 27}
The diagram presents a population of people→∅OTHER 65 and over years old since→fromPREP 1940 to 2040 in Japan , Sweden and ∅→theDET USA . According to the diagram , a total percent→percentageMORPH of people 65 and over years old in three countries risen→is to riseVERB:FORM from 5 - 8 % in 1940 to 23 - 27 % in 2040 . The graph also shows that the lowest proportion of population aged 65 and over in USA and Sweden was in 1940 ∅→,PUNCT while the lowest proportion of population aged 65 and over in Japan ∅→remained remained remainedVERB was→asSPELL continning→continuingSPELL from 1960 to 1987 . Moreover , there are more differences betwen→betweenSPELL the Sweden→SwedishOTHER and USA→AmericanOTHER line 's→linesNOUN:POSS behavior and the Japanese line 's behavior than between ∅→the lines forOTHER Sweden and ∅→theDET USA ∅→theDET lines . For example , they have similar periods of rising ( 1940 to 1965 , 1965 to 1985 , 2030 to 2040 ) and similar→the sameOTHER period of felling→fallingSPELL ( 1985 to 1990 ) . There→ItPRON also must be mentioned that Japan was→is expected to beVERB:FORM on the 3rd place , according to the graph , till 2030 ∅→,PUNCT when Japanese→∅ADJ line ∅→of JapanOTHER took→will takeVERB:TENSE⚠️ ∅→the theDET 1st place ∅→concerning the percentage of the elderlyOTHER . The proportion of population aged 65 and over in ∅→theDET USA was the highest in 1940 ∅→,PUNCT while in 2040 it is ∅→expected to beVERB the lowest . The average proportion→percentageNOUN of population aged 65 and over in three countries risen→is to riseVERB:FORM from 7 % in 1940 to 25 in 2040 . Thus , the percent→percentageMORPH of people 65 and over years old→years old and overWO has→isVERB:TENSE⚠️ rapidly→predictedVERB increased→to increaseVERB:FORM ∅→rapidlyADV during the century from 1940 to 2040 .

{"id": 28}
Some people believe that there must be as much female students as male students in every subject . In comporison→comparisonSPELL with ∅→theDET middle→MiddleORTH - ages→AgesPUNCT , it could be said that women have as much rights as men , or even more . For example , they have the right for freedom , for voting , for education and etc . However , they want more and more - in some countries women want to get as much places in government as men , or enforce→forceVERB universities to accept equal numbers of male and female students . To my mind , the last position is not righ→rightSPELL at all - it sounds like a→∅DET feminism . Firstly , I suppose that every person should has→haveVERB:FORM equal chances to be accepted in university or in school . And the decision of acceptance must be more on the basic→basisMORPH of knowledge , not on the male→genderNOUN of a student . I mean that only clear , hard - working and open - minded students should be accepted . And in this situation there are no differences between girls and boys - they are equal . Secondly , not every subject is suitable for female students . For example , IT technology or engeneering→engineeringSPELL are more suitable for boys then→thanSPELL for girls . However , that does n't mean that female students should n't be accepted for these courses - if they have enough knowledge and intention to study these subject→subjectsNOUN:NUM why do→shouldVERB:TENSE⚠️ n't they be accepted ? Thus , there must be no borders between male and female students in question of acceptence→acceptanceSPELL in universities and it 's better to give them equal chances and equal rights then woke these borders .

{"id": 29}
The graph illustrates the proportion ∅→ofPREP the population aged 65 and over between 1940 and 2040 . Also , the graph includes the data about three different countries : Japan , Sweden , ∅→theDET USA→U.S.ANOUN . It includes information during 100 years . The first→FirstlyOTHER , it is necessary to note that the peak of ∅→theDET proportion is in→∅PREP between 2000 and 2020 , and it is 20 % for Sweden . Moreover , it is maybe→possibleADJ to add that the proportion is slighly→slightlySPELL dicrease→decreasingSPELL , and after ∅→thatDET it goes up sharply . And we can see the maximum of the proportion in 2040 for Sweden . Moreover , other countries have the maximum of the proportion of the population aged 65 and over in 2040 , and it is about 25 % . On the other hand , the minimum of proportion the countries had→wasVERB in 1940 , which was about 5 - 10 % . The second→SecondlyOTHER , the graph clearly shows that the proportion of Japan was not very high , but gradually it begin→beganVERB:TENSE✅ to grow ∅→,PUNCT and we can see between 2020 and 2040→∅OTHER how the proportion→percentageNOUN sharply grows→increasesVERB up→percentage 2020 increasesOTHER , and in 2040 it is ∅→expected to beVERB about 27 % , that→which isOTHER more that→thanSPELL ∅→inPREP other countries . The proportion of the ∅→elderlyADJ populations→populationNOUN:NUM in Sweden and ∅→theDET USA are→isVERB:SVA almost equal , although there is considerable growht→growthSPELL between 2000 and 2020 . Overall , we can see that Japan has the most significant changes comparing→comparedVERB:FORM with ∅→theDET USA and Sweden .

{"id": 30}
Nowadays , in universities a lot of students are studied→studyVERB:TENSE⚠️ . Students , as a rule , do n't like any restrictions for them , because they think that they do n't need it→themPRON . What about equal numbers of male and female students in every subject ? Should universities do it ? I 'm sure that they do n't do it and there are two main reasons of→forPREP this : an own choice and a problem for universities . The first reason , why universities should not acept→acceptSPELL equal numbers of male and female students in every subject is that students should do→makeVERB their own choice without any opinions and restrictions . If a student wants to study a subject ,→∅PUNCT where there is not a place for him or her , so it is ∅→aDET problem . She or he ca n't to→∅VERB:FORM get a good education , because she or he don→doesVERB not get a place→placementMORPH for studying . For example , last year my brother dod→didSPELL not get a place in subject ,→∅PUNCT which he wanted to study , and now he don→doesVERB:TENSE✅ not enjoy studying absolutely . The second reason why I do'not→do n'tOTHER agree with the topic is that , if universities should accept equal members , so it can make some problems . For instance , there are situations ,→∅PUNCT when a lot of students want to study one subject , and other small group of students wants to study other subjects , so ∅→theDET problem is how to destingrush→distinguishSPELL places of subjects equally . It is necessary to understand that it should be fair . To conclude , I believe that universities should not accept equal numbers of male and female students in every subject , because students should make their own choice , and this situation should not be a problem for universities .

{"id": 32}
Higher education is an important part of our modern life . Both men and women can get it . In comparison with the past there is no problem for any person to enter→enroll inOTHER the→aDET university . All you need is to have good knowledge to pass the exams and maybe some extra skills ( for example , if you want to be a fireman you should keep fit to be very strong ) . Some people believe that the amount of male and female ∅→studentsNOUN in universities should be the same for every subject . The main argument for this point of view is that everybody are→isVERB:SVA equal in their rights that is why the opportunities should be the same . The second argument may be that in such ∅→aDET situation ,→∅PUNCT when the amount of male and female students in every faculty is equal everybody will ful→feelSPELL comfortable because there will not be a majority of girls , for instance , and it will be easier for everybody to communicate and find friends . Critics of this position say that not all professions are able→suitableADJ for both man→menNOUN:NUM and woman→womenNOUN:NUM . There are a lot of examples of occupations where the majority of successful persons→peopleNOUN is→areVERB:SVA only male : soldier , fireman , builter→builderSPELL , ect→etc .OTHER . In such areas ∅→aDET worker should be strong enough . Women can not choose these professions , be satisfied with such ∅→aDET job because of her→theirDET ability to born→bearVERB:FORM ∅→aDET new life . It would be bad for society if woman→womenNOUN:NUM work→workedVERB:TENSE✅ in bad conditions , have→hadVERB:TENSE✅ ∅→aDET job which is dangerous for her→theirDET health . That is why it is impossible to accept the same numbers of male and female students in every faculty . From my point of view , the main criteria for university ∅→whetherPREP to accept ∅→a aDET person is an independant→independentSPELL exam which shows the level of knowledge and some skills which are necessary for this kind of profession . I do n't believe that it is important if you are male→a manOTHER of female→or a womanOTHER . In conclusion I would like to say that discrimination is not good but in a case of higher education there should be equal opportunities for everybody and it is not the same with equal numbers of men and women as a→∅DET students in every faculty in every→allDET universities .

{"id": 34}
Some people claim that universities should accept equal amount→amountsNOUN:NUM of male and female students in every subject . However , it is an→theDET obvious fact , that there are the→∅DET opponents of this suggestion . It is a common fact , that pupils after graduation from school are interested in their future professional skills for a good job . The→A biggerOTHER bigger part of them are going to attend a university for higher education . In addition to the first fact , there→itPRON should be mentioned that the population of women is bigger than men in general . Of course , there may be some exceptions , but they are not so relevant that it may become possible to ignore this fact . Thirdly , I would like to underline a widespread argument that all people are individuals and only a person can disclose his→decide for themselves which decide for themselves which of theirOTHER skills and→theirOTHER abilities ∅→to developVERB . Additionally , no one can decide what should people→people shouldWO do→∅VERB or ∅→shouldVERB:TENSE⚠️ not do . Fourthly , an ability to participate in this or that studying activity does not depend on the gender . Some girls are more psychologically prepared for men 's kinds of jobs . Moreover , accepting equal numbers of male and female students can be classified as a gender discrimination which is restricted in modern law society . On the other hand , there are some factors that can make people think of this need of such selection of students like bigger popularity of humanitarian courses than technical ones . There is a way of→toPART solution of→solveOTHER such a problem . It would be better to state a strict number of students in general , but not according to their sex . To sum up , I would like to say that I do not agree with people who claim that universities should accept equal number of men and women because of its→theirDET discriminatory character .

{"id": 35}
The following graph provides a brief overview on→ofPREP the proportion of the population aged 65 and over on a time→inOTHER period between 1940 and 2040 in Japan , Sweden and the USA . Following the time line it can be said that in→FromPREP the 1940 ∅→'sNOUN:POSS till→toPREP 1950→1950sOTHER - es→∅OTHER the differences between all three countries were quite irrelevant→insignificantADJ . However , with→atPREP nearly 10 % the USA was dominating Sweden in→byPREP one and a half and Japan nearly twice times . Till the early 2000 - es→'sOTHER the situation was stable with a constant grow→growthMORPH of the valued→targetNOUN age group , whereas later Sweden shows a radical jump to over 20 % rate . By the→∅DET 2030 the tendency in all the three countries will be alike→similarADJ with the proportion reaching 20 % and further 25 % by the 2040 as predicted . The most rapid growth will be shown by Japan , which in recent years→initiallyOTHER kept below 5 % rate proportion and by the 2040 ∅→willVERB:TENSE✅ stay in the same line with the rest countries a bit dominating them . To sum up , the graph particulates→showsVERB the variation of the general tendency of over 65 age group proportion growth . However , for the all three countries→∅NOUN presented ∅→,PUNCT the forecast is the same with over 25 % proportion rate by 2040 .

{"id": 36}
The ament→∅OTHER University system does not include any gender barriers or obshtcles→obstaclesSPELL , however ∅→,PUNCT there is a→anDET position that→opinionOTHER stayes→statesSPELL on→∅PREP the nessecity→needNOUN of→forPREP equaling→equalMORPH the→∅DET number→numbersNOUN:NUM of male and female student groups→studentsNOUN through out→inOTHER the University→universityORTH system . The question is whether it is a cure→solutionNOUN for→toPREP some urgent problem or blossom . To my mind there is no nessecity→necessitySPELL in such a change . The first reason is that current attendency→enrolmentNOUN system is enough liberalised→liberalised enoughWO . That means there is→areVERB:SVA no gender , racial or other social barriers while younger people attend→in studying in studying atOTHER any University , that would make→soOTHER the abilities→opportunityNOUN to get a→∅DET higher education shrinked→canVERB or→notOTHER abolished→be limitedVERB for some groups . The second reason is that equaling→equalMORPH the→∅DET numbers ∅→in no wayOTHER correlates→correlateMORPH with the fairness of getting the higher education→∅NOUN in→noOTHER noway→wayNOUN . While the rights of each gender group will be formaly→formallySPELL the same , factually that→in fact equal numbers of male and female applicantsOTHER will break→violateVERB the rights of the others that→those whoOTHER were→willVERB:TENSE⚠️ not ∅→beVERB:TENSE⚠️ accepted for the reasons they were unable→that the numbers of boys and girls haveOTHER to change or choose→be equalOTHER . The last reason that must be stated is that in some subjects there is→has traditionallyOTHER a→hasOTHER low ∅→percentageNOUN percentage of male or female students traditionally→∅ADV . That tradition is not even based on abilities or disabilities of each→eitherOTHER gender but ∅→onPREP some social patterns . Some natural or technic sciencies→sciencesSPELL are dominated but→by male students inOTHER the males→ratioNOUN on→ofPREP a→∅DET 20:1 ratio→∅NOUN , while on→inPREP some school teaching studies faculties→education departmentsNOUN there are no males→maleMORPH ∅→studentsNOUN at all . To conclude , equaling→equallingSPELL does→isVERB:TENSE⚠️ not alwayes→alwaysSPELL tied with fairness . Some mechanic→Just observing equal numbers of applicants of etherOTHER equaling→equallingSPELL may not respond adequaly→adequatelySPELL to some issues especially when we are talking about human→theirOTHER choice in→ofPREP their→∅DET future ∅→lifeNOUN , but the main reason can→goalOTHER be avoiding→is to eliminateVERB unnessecary→unnecessarySPELL obstickles on the pooth→pathOTHER of→inPREP peoples ' choice ∅→currentNOUN .

{"id": 37}
The represented graphic shows ∅→theDET information of→onPREP ∅→theDET changing proportions→proportionNOUN:NUM of polulation→populationSPELL 65→∅OTHER aged people→people agedWO ∅→65OTHER and over between 1940 and 2040 in Japan , Sweden and the USA . It is clear that the bottom level for Sveden→SwedenSPELL and USA→∅NOUN is→theOTHER taken→tookVERB:FORM place in 1940 , while japanese→for for JapanOTHER ∅→theDET lowest result corresponse→correspondsSPELL to 1980 's . Nevertheless ∅→,PUNCT a→theDET peak of proportion for all of→∅PREP three countries is→willVERB:TENSE⚠️ real→reallyMORPH held→beVERB in 2040 . Tendences→TendenciesSPELL of changing propontions→proportionsSPELL is→areVERB:SVA not so obvious but Sweden and ∅→theDET USA have→hadVERB:TENSE⚠️ nearly the same situvoion→situationSPELL in part of graphic which represents ∅→theDET period from 1940 to 1980 . Percent→The percentageOTHER of ∅→peopleNOUN 65 aged→aged 65WO and over people is→steadilyOTHER steadly→steadilySPELL growing→∅VERB from 5 - 7 percent to 13 - 15 percent . At the same time ∅→inPREP Japan had→itOTHER steady→steadilyMORPH decreasing→decreasedVERB:FORM from 5 to 3 percent . After that period , Fluctuation→the the the proportionOTHER of ∅→elderly people inOTHER every country has→∅VERB:TENSE⚠️ changed . 142→InOTHER Japan and Sweden part→the the shareOTHER of ∅→the theDET elders→elderlyMORPH has grown up in period ∅→ofPREP between 1980 and nowadays , nevertheless ∅→, theOTHER USA keeps→has has maintainedVERB the same level . Inspite→in spiteORTH of this→theseDET facts , ∅→theDET graphic shows suggested ∅→theDET tendency of dramut : cully→dramaticallyOTHER increasing proportion for→ofPREP ∅→inPREP all of→∅PREP three countries . To sum up , Japan , Sweden and ∅→theDET USA have different situation→situationsNOUN:NUM in the past and the present , but in the future ∅→theDET proportion of ∅→theDET polulution→populationSPELL 65→∅OTHER aged persons→over 65OTHER will be nearly egual→equalSPELL ∅→in these countriesOTHER .

{"id": 38}
The question→issueNOUN of the sex→genderOTHER descrimination→discriminationSPELL was opened→becameVERB ∅→importantADJ not so long ago , but several actions of femenistic→feministSPELL movemerts→movementsSPELL has→haveVERB:SVA lead→ledVERB:FORM to certain resullts→resultsSPELL . For instance , ∅→theDET tendency of acceptiry→acceptingSPELL in→∅PREP the Universities→universitiesORTH ∅→theDET same proportions of male→∅OTHER and female students in each subject ∅→to universitiesOTHER . Nowadays this problem is not posed so sharpas→sharp asORTH several decades ago . Despite of→∅PREP this sometimes sex→genderNOUN descrimination→discriminationSPELL appears in different civilizated→civilizedSPELL countries of our world . I can agree with the Statement→statementORTH given in task only if one certain→particularADJ point will become→becomesVERB:TENSE✅ true : ∅→theDET number of men and women will be equal and the history will go in another→a differentOTHER way . It sounds great that higher education is opened for everyone , but how can universities keep sex balance in→atPREP 50/50 level ? It is obvious that some faculties are more attractive to→forPREP ∅→theDET male part of mankind , and some of subjects to→forPREP ∅→theDET female part . If we want to accept equal numbers of male and female students , we will be obliged to force some humans enter in→∅PREP the wrong way→faculty that does not suit themOTHER . It will not be surprise→surprisingMORPH that everyone want→is willing toOTHER to make their choice personally , esperiully→especiallySPELL in question→the the matterOTHER of education ∅→. FRomOTHER . In→FromPREP different→anotherDET point of view ∅→, theOTHER situation in→withPREP sex→genderNOUN balance between males and femals→femalesSPELL in universities will→theOTHER start→theOTHER tendency→processNOUN on→ofPREP granting really equal rights for→toPREP everyone . Differences→The differencesDET between man and woman in social ladder will become a legend , except physical development . We will see a society of women - poliyics→politicsSPELL , ∅→militaryADJ women - militaries→∅OTHER and men - homekeepers→housekeepersSPELL . Who needs that ? I do not know . To summarize it is sufficient to say that physical differences will play their role forever . There will be ∅→aDET fair fight between male and female minds , but mankind know→knowsVERB:SVA so many male names , and so little number of→fewOTHER female important→important femaleWO persons in science and politics . We ca→canCONTR n't→notCONTR fight with→∅PREP the nature , but we can change our own rules .

{"id": 39}
The graph illustrates the change in the number of old people in the USA , Sweden and Japan between the period of the→∅DET 1940 's→1940sOTHER and the→∅DET 2040 's . As can be seen the proportion of the population aged 65 and over in the United States was the highest comparing with other countries in the middle of the twentieth century . From 194-→1940OTHER to 1960 the number rose steadily in both countries : in the USA and in Sweden , while Japan experienced a slight fall ∅→by 4 per centOTHER in the number of old people by 4 per cent→∅OTHER . However , from the 1960 's it remained stable till middle→midADJ 1980 's . During the period from→betweenPREP 1960 and 2000 the percentage in the United States and Sweden went up and down and currently is around 17 per cend→percentOTHER in the→∅DET Sweden and 14 per cent in the USA . The→In thePREP next 25 years it is predicted that rate growth will be faster and by the 2040 's ∅→will haveVERB:TENSE✅ reaches→reachedVERB:FORM around 25 per cent in all countries in question . In conclusion , the number of people reached 65 and over→olderOTHER will increase dramatically in developed countries .

{"id": 40}
Modern life seems to be unfair . We still face discrimination between men and female→womenNOUN in various spheres : it is particularly true for ∅→delete "OTHER the ∅→"PUNCT education . Although I am convinced that manicind→mankindSPELL can not tolerate with→∅PREP discrimination between genders , I suppose ,→∅PUNCT that setting up ∅→delete "OTHER the ∅→"PUNCT equal numbers of male and female ∅→studentsNOUN in every subject is incorrect , because this approach would not take info account some important conditious→conditionsSPELL and will lead to greater discrimination . Throughout ∅→delete "OTHER the ∅→"PUNCT history there has→haveVERB:SVA always been some subjects that appealed mostly ∅→toPREP males , while another→otherDET disciplines were attractive mainly for→toPREP females . History shows that ∅→,PUNCT while ∅→menNOUN the→haveOTHER men ∅→have alwaysOTHER were involved→beenVERB in math or technical disciplines the→,OTHER women are→have beenVERB:TENSE✅ mostly involved in art . For instance , according to the statistics in ∅→saint -OTHER Saint - Perersburg→PetersburgSPELL , State unuversity→universitySPELL on the Programme Engineering faculty , the number of male students in much more→higherADJ than ∅→the number ofOTHER female student number→studentsNOUN . Moreover , this order→theOTHER no→NoORTH doubt will→the proposed state of things of things wouldOTHER be unfair . It would humiliate than→theOTHER rights of both gender 's→gendersNOUN:POSS . For instance , if there is→wereVERB:TENSE✅ only two girls ∅→whoPRON would like to go→applyVERB enter→forOTHER math faculty it means→would meanVERB:TENSE⚠️ that only two boys can→couldVERB:TENSE⚠️ learn math despite on→even thoughOTHER other pretendends→pretendersSPELL desiring→wantVERB to enter→study atOTHER this faculty . Otherwise→SimilarlyADV , if only three boys would decide to enter→decided applyVERB ∅→forPREP Foreign language department it would mean that only three places would be available for girls in spite of ∅→theDET total number of empty places→vacanciesOTHER . In conclusion , I believe that we should struggle→fightVERB with→againstPREP discrimination . Setting ∅→upPART numbers like this is not efficient and→orCONJ unfair→fairADJ .

{"id": 42}
The topic of ∅→theDET difference between ∅→the numbers of male the numbers ofOTHER male and female ∅→studentsNOUN in different spheres of studing→studySPELL is very important in ∅→theDET modern world , because nowadays question→questionsNOUN:NUM of equal rights and opportunities is topical for ∅→aDET large amount→numberNOUN of people and organization . Some of them are sure that universities should study→teachVERB equal numbers of men and women in every spheres→sphereNOUN:NUM . I strongly disagree with them and I think that some subject→subjectsNOUN:NUM is→areVERB:SVA more benifit→beneficialADJ for male→menNOUN and some others for female ∅→studentsNOUN . It is no doubt , that students should have equal opportunities to study every subject . Every person is individual→specialADJ and everyone has special skills . But usually some subjects , spheres and direction→directionsNOUN:NUM ∅→do n'tOTHER have no→∅DET similar popularity between→amongPREP boys and girls . For instance , some subjects is needed→needVERB:TENSE⚠️ in→∅PREP enormous force such ∅→,PUNCT as building or some technique→engineeringOTHER specialization ,→mayOTHER engeneering→engineeringSPELL . Obviously , girls are able to take→getVERB knowledge about→inPREP this→theseDET subjects but they can not to→∅VERB:FORM work and use their knowledge in practice . So their studing→studyingSPELL and education are useless , are n't they ? University should not ∅→tellVERB tell ∅→us ,OTHER " You must study here because you are a male or female " , they should give us ∅→aDET chance to make a choice , choose a→theDET right direction and make a decision . If universities give equal access to different direction→directionsNOUN:NUM for women and men they can choose so we get modern society with develop professions where every person do→doesVERB:SVA work which can be done by→withPREP their individual skills . To sum up , the general idea of modern education is not equal amount→numbersNOUN of girls and boys but is iqual→equalSPELL access to this education !

{"id": 43}
The graph presents the data on amount→the the percentageOTHER of population aged 65 and over since 1940 in Japan , Sweden and ∅→theDET USA . This graph also makes predictions about ∅→theDET level of population aged 65 and over in 2040 . First of all , it should be noted that Japan has the lowest rate of population aged 65 ( no more than 10 % ) . The highest rate is mentioned in ∅→theDET USA ( from 9 % to 15 % ) . The line showing ∅→theDET proportion of population aged 65 in Sweden goes porollel→parallelSPELL with ∅→the one forOTHER USA 's→the theOTHER one ∅→forPREP . Although→NeverthelessADV , it rises→roseVERB:TENSE⚠️ suddenly in 1990s and decreases→decreasedVERB:TENSE⚠️ , according to predictions , in 2010s→2010OTHER . Moreover , from this graph it is seen that after 2040 levels of ∅→theDET population aged 65 in all 3 countries ∅→are expected to are expected toVERB✅ increase rapidly . The population aged 65 and over in Japan grows→is expected to growVERB:FORM from 10 % to 25 % less than in the→∅DET 5 years ( from 2030 to 2035 ) . The lines of population of→inPREP ∅→theDET USA and Sweden are porollel→going to be parallelOTHER again from 2027 . The USA→AmericanOTHER population increases→will increaseVERB:TENSE⚠️ from this moment from 16 % to 23 % in 2040 ∅→,PUNCT and ∅→theDET population of Sweden grows→will growVERB:TENSE⚠️ from 18 % to 25 % in 2040 . All in all , from this graph in→itSPELL can be concluded that the levels of ∅→the elderlyOTHER population in Japan , Sweden and ∅→theDET USA grows→is predicted to growVERB:FORM✅ from 2030 rapidly .→Тимофеева СOTHER

{"id": 44}
Nowadays the question of equality is the most significant part of society . And the problem raises→gets worseOTHER , when it concerns young people who are→∅VERB:TENSE✅ truly believe in their own independence . That 's why I suppose that universities have to try to accept equal numbers of representatives of both sex→sexesNOUN:NUM , for every subject . First of all , the society should prove its claims about freedoms and democracy . If students see that their legally binding rights are not protected , this could being→lead toOTHER strikes and , consequently , ∅→aDET decreasing→decreaseMORPH of→inPREP government 's authority . Business books emphosise→empahsizeSPELL , that society and all its members must feel confident in→aboutPREP every step taking→takenVERB:FORM by politics→politiciansMORPH and ∅→,PUNCT what is more , to→∅VERB:FORM have an essense of→essentiallyOTHER non - restricted protection . For example , my friend from Ukraine have→hasVERB:SVA told me , that the reason why his family encourages the actions of ∅→theDET current revolution is complet→completelySPELL misunderstand→misunderstoodNOUN and frustration connecting→connectedVERB:FORM with ∅→theDET governmental apporat→apparatusSPELL . Moreover , the popular thought about diversification of ∅→theDET subject→subjectsNOUN:NUM regarding to their so - called use→appropriateOTHER only for one sex should be rejected . Every child or every student has his or her own views on the world , and they all have their own preferences . That 's why to limit the number of subjects which , for example , a girl could take seems abormal→abnormalSPELL . The magasine→magazineSPELL named " Slon " writes , that the men→manNOUN:NUM differs from the woman only physically and now it 's very easy to mess→mix upVERB both groups . For example , I 've→haveCONTR read about person ,→a a womanOTHER who has more male interests that→thanSPELL female 's ones→∅OTHER and behave→behavesVERB:SVA herself according to ∅→theDET rules ,→∅PUNCT which ∅→theDET society always consideres→considers toVERB as→beOTHER male one→∅NOUN . And→∅CONJ least→lastADJ , but no→notOTHER less→leastADV , is ∅→aDET phyhological→psychologicalSPELL problem : students should study and live in ∅→aDET society where all roles are taken→distributedVERB . It 's not surprising , that girls and boys have different attitude→attitudesNOUN:NUM in 90 % times→of situations in lifeOTHER ( as British newspaper " Guardian " claims ) ∅→,PUNCT and that 's why they have to korn→learnVERB something from each other . For example , I know a girl ,→∅PUNCT who studied only with other girls . She always says now , that such life is horrible . All in all , it should be noted , that equal rights in society should be considered ∅→to beVERB as→aOTHER healthy way to live . No one→∅NOUN must n't→shouldOTHER suffer because of their sex identity .

{"id": 45}
The graph illustrates how→theOTHER many→part ofOTHER people about 65 years old and over→and over years oldWO live→livingMORPH in Japan , Sweden and USA in a→∅DET certain period→periodsNOUN:NUM of time . According to this graph , the amount→percentageNOUN of such peope→peopleSPELL in Sweden and ∅→theDET USA is→wasVERB:TENSE⚠️ quite simmilar→similarSPELL . In comparison to these two countries , the proportion of the population aged 65 and over in Japan is lower between 1940 and 2030 . This proportion in Japan reached a low of just 3 % of people aged 65 and over in 1960 and maintained the same level in 1985 . Besides , the population of old→elderlyADJ people will increase at the end of the period of time ,→∅PUNCT which is taken into account in the task . Moreover , nowadays more→a higher percentage ofOTHER people under→agedOTHER 65 ∅→and overOTHER live in Sweden ,→∅PUNCT than in Japan and ∅→theDET USA . All in all ∅→,PUNCT the graph shows ,→∅PUNCT that the amount→proportionNOUN of people aged 65 and over is not static between 1940 and 2040 , it changes dramatically and in→onPREP ∅→theDET whole is going→goesVERB:TENSE⚠️ up .

{"id": 46}
Nowaday→NowadaysSPELL many universities all over the world offer a wide range of educational opportunities ,→∅PUNCT which should→canVERB:TENSE⚠️ be used by both male and female students equaly→equallySPELL . Some people are→∅OTHER absolutely agree with this statement for the following reasons . First of all , in ∅→theDET modern world every person should have the same rights as others and any discrimination is prohibited . So that it does n't matter is→ifSPELL a person ∅→isVERB male or female , he or she has an ability to study what he or she prefers . That 's why universities can not accept→offerVERB more places for boys or girls only . However , others ∅→do n'tOTHER✅ feel not→∅ADV the same way . For them it is normal ,→∅PUNCT when there are more male or female students in ∅→someDET subjects , because some educational programms→programmesSPELL attract ∅→the attention ofOTHER more boy 's→boysNOUN:POSS or ∅→moreADJ girl 's→girlsNOUN:POSS attention→∅NOUN . For example , a programm→programmeSPELL to be→becomeVERB a car driver or a pilot suits more for→betterOTHER male students ∅→betterADV , while nail art 's→artsNOUN:POSS course is better→ratherADV for female students . As for me , it does not matter how many male or female students are in ∅→aDET studying→studyMORPH group , but it is clearly→clearMORPH ,→∅PUNCT that universities should offer equal amount→numbersNOUN of places for→toPREP boys and girls . Because all students should have the same opportunity to get the type of educational programm→programmeSPELL ,→∅PUNCT which theu→theySPELL want most of all . To sum up , nowadays there are a lot of coarces→coursesSPELL for male and female students . And every person should make a choise→choiceSPELL that fits their lifestyle best of all . That 's why universities should help students to achieve thise→thisSPELL goal .

{"id": 47}
According to the chart the population of elderly people in Japan , Sweden and USA has been growing during the period between 1940 to→andOTHER 2040 years . Firstly , it I→isSPELL significant to emphasize ,→∅PUNCT that the least ammount→percentageNOUN of people aged 65 and over was in Japan in 1940 . Practically a half more than this we can see in USA . So , ∅→theDET Swedish ∅→elderlyNOUN are just in the middle . Next , it is important to note , that the propotion→proportionSPELL between→ofPREP eldery→elderlySPELL people in USA and Sweden was increasing slightly till 1990 's , while the feagure→figureSPELL ,→∅PUNCT that characterize→characterisesMORPH Japaneese→JapaneseSPELL was declining→declinedVERB:TENSE⚠️ till 2000 's . Besides , it is obvious ,→∅PUNCT that near the year of 2010 the population began to rise . At this point the ammount→amountSPELL of old people in Sweden reached a quantity→levelNOUN of 20 % . Then , we ca n't ignore the fact , that ∅→,PUNCT according to the predictions ∅→,PUNCT by the year of 2040 the population of eldery→elderlySPELL people will be→have reachedVERB from 23 % to 27 % . To sum up , it is clear ,→∅PUNCT that in ∅→theDET feature→futureNOUN there will be more people aged 65 and over than it→therePRON is→areVERB:SVA nowadays .

{"id": 49}
Here we may see the graph which presents us the proportion of the population aged 65 and over between→overPREP 1→aDET thousand→hundredOTHER years n→inSPELL Japan , Sweden and ∅→theDET USA . Every country has their→itsDET own type of line . It helps us to understand the differences well . So we may see that ∅→aDET sharp line which " belongs "→characterizesOTHER to→theOTHER USA is the most steady→steadilyMORPH ∅→risingVERB . The most amount→significant numberOTHER of changes→numberNOUN connected with ∅→theDET proportion of→the proportionOTHER population ∅→isVERB in Sweden . The line of Japan shows us that from 1940 to 2030 the proportion of population in this country have changed→has been changingVERB:TENSE⚠️ not so much , but then ∅→has has increasedVERB shockly increases→∅NOUN . To sum up , we may say that Sweden may be called the most progressive in this case . Every twenty years this country doubles each position . ∅→theDET USA is more constant , ∅→theDET proportion of population rise→risesVERB:SVA , but temps→the paceOTHER are→isVERB:SVA much lower . Japan gives to→∅PREP us the most surprising growing . So ∅→,PUNCT we may notice that all of the lines go up , it means that ∅→theDET proportion of ∅→theDET population aged 65 and over within years years will be higher and higher . This is the fact which help→helpsVERB:SVA us to conclude that peoples ' life will be longer . Moreover ∅→,PUNCT the number of young people decrease→decreasesVERB:SVA✅ from 1940 to 2040 .

{"id": 52}
Today there is→areVERB:SVA a great number of discussions about male / female relationships . One of them is should→whetherPREP male and female students ∅→shouldVERB:TENSE✅ work together ∅→,PUNCT and even more -→,PUNCT in equal numbers . Some people lelieve→believeSPELL that it 's inappropriate , to make universities accept equal numbers of male / female students , others agree that it will improve ∅→theDET current situation in education . There exist strong arguments of→onPREP both sides of this disscussion→discussionSPELL , which implies that it is worth examining all points of view before reaching any conclusion . First of all , there→itPRON is a necesity→necessaryOTHER to say that one of the advantages of these→thisDET type→systemNOUN of accepting students is the equallity→equalitySPELL between men and women . Equall→equalSPELL numbers mean equall→equalSPELL opportunities for people , without ∅→genderNOUN discrimination sexes→∅NOUN . Moreover , there is→areVERB:SVA a→∅DET plenty of scientist 's→scientificOTHER researchs→researchesSPELL convincing→concludingVERB that working between→inPREP male and female→mixedOTHER groups of people→men and womenOTHER in equall→equalSPELL proportions gives a→∅DET much more favor→benefitNOUN . Also , this type of proportion helps members of each→eitherOTHER group→genderNOUN interact with others ∅→moreADV easily ,→∅PUNCT that→thanPREP when there is a disproportion . Another point of view is that such→thisOTHER type of accepting students is useless and pointless . Supporters claim that such thing→approachNOUN can destroy the real competition between→amongPREP students , which is based on knowledge , not on female / male→a man whetherOTHER you are ∅→a manOTHER or not→a womanOTHER . Another drawback of equall→equalSPELL accepting→admissionNOUN numbers is that it can crushed→crushMORPH all→the wholeOTHER system of university 's→∅NOUN:POSS academic freedom ∅→asPREP -→theOTHER government will give→dictateVERB concrete→theOTHER numbers of students ,→∅PUNCT who schould→shouldSPELL study in→atPREP universities . And one of the most convincing arguments againts→againstSPELL equall→equalSPELL proportions between→ofPREP male / female students is that there is no any→∅DET correlation or connection between knowledge and which sex do you have . And I am→IOTHER✅ firmly believe in that . Since the Medievel→MedievalSPELL times , people fight→have foughtVERB:TENSE✅ against discrimination , for modern→theOTHER society with equall→equalSPELL rights for everybody . And for the first time , this meosure→measureSPELL for accepting equall→equalSPELL numbers of students seems like justice , lut→butSPELL it is not ∅→aDET real→reallyMORPH suitable criteria→criterionNOUN:NUM for competition between→amongPREP students . There is no shame if men are good at law and women in→atPREP teaching as there is no any→∅DET discrimination between them in case of disproportion . Considering all arguments , it can be concluded that the idea of universities accepting equal number of male / female students is not good of→atOTHER all .

{"id": 53}
The graph provides data about the percentage of group→∅NOUN of ∅→peopleNOUN people 65 years old and over . It demonstrates a change of→inOTHER this proportion from 1940 to 2040 in Japan , Sweden and ∅→theDET USA . It 's clear from the graph that in every compacative→∅ADJ country ∅→in this comparisonOTHER the quantity→percentageNOUN of people 65 years old and over would→is expected toVERB increase from 5 % - 10 % in 1940 to 25 % approximately→approximately 25 %WO in 2040 . However , the ways→time and paceOTHER of growing are different . The percentage of ∅→theDET population aged 65 and over in ∅→theDET USA is guaducelly→graduallyOTHER increasing→increasesVERB:FORM during this→theseDET 100 years like→, just as it doesOTHER in Sweden . By contrast , Japan 's→JapaneseOTHER group of people 65 years old and over had been decreasing→decreasedVERB:TENSE⚠️ ∅→in numberOTHER from 1940 to 1983→aroundOTHER approximately→aroundADV , then→whenADV it began to rise slightly ∅→,PUNCT and in 2030 there would→willVERB:TENSE⚠️ be ∅→aDET drammatic→dramaticSPELL increase from 10 % to 25 % . In ∅→theDET USA and Sweden there were periods of decline ∅→,PUNCT too - from 1980 to 1990 and from 1980 to 2014 respectively . Moreover , ∅→theDET next period of decrease of→inPREP ∅→theDET population aged 65 and over is expected in ∅→theDET USA in 2015 . As a result of ∅→the change theOTHER change Japan will be the oldest country in 2040 , then Sweden and ∅→theDET USA respectively . It means that Japan will be in→atPREP risk of demography→demographicMORPH problems .

{"id": 54}
There is an opinion that universities should consist of→enrollOTHER equal parts→numbersNOUN of men and women , because society should give the same rights and possibilities for→toPREP both sex→gendersNOUN . I ca n't agree with this opinion . Firstly , undulation→admissionsNOUN should not depend on sex→genderNOUN . The main criteria is personal abilities and way of thinking . If universities had accepted equal quantity of students in 16 - 19 centuries despite of their mental activity , modern society would never have industrial machines , planes and cues→carsNOUN just because young scientist→scientistsNOUN:NUM ,→∅PUNCT who had innovating ideas ,→∅PUNCT were not accepted ∅→toPREP university . Secondly , there are a lot of professions which require some physical or psychological features from warheas→workersSPELL . It→The requirementsOTHER depends→dependVERB:SVA on ∅→theDET character of work , its aims and audience→applicationNOUN . For example , it 's really difficult for men to work at→inPREP women 's→∅OTHER consultation→gynecologyNOUN centre because both ∅→aDET doctor or→andCONJ ∅→aDET client would be embarrassed . Besides , women would→canVERB:TENSE⚠️ have problems working as machinery operator→operatorsNOUN:NUM because sometimes , it 's necessary to repair huge machines quickly to prevent the catastroph→catastropheSPELL . The majority of women just do not have such strong organism and muscles . Thirsty→ThirdlyOTHER , such equality would negatively affect not only a person ,→∅PUNCT who was not accepted ∅→toPREP by university ,→∅PUNCT but also a person ,→∅PUNCT who was ∅→enrolledVERB . It would→canVERB:TENSE⚠️ happen because student→∅NOUN of→aOTHER university ∅→studentNOUN will be scere→scareSPELL that employes→employersSPELL would→willVERB:TENSE✅ accept them→both gendersOTHER equally like the university . However , such students do not pay attention for→toPREP the fact that employers will take the smartest students . As a result of this equality students lose their ability→potentialNOUN for competition . All in all , ∅→aDET university is " a factory " of knowledges→knowledgeNOUN:INFL , research and new inventions . We should not create barriers for ahibitious→ambitiousSPELL persons→peopleNOUN and accept persons→thoseOTHER , who does→doVERB:SVA n't have interest in education , just because of sex equality . If it would happen→happensVERB:TENSE✅ , the development of science and society 's culture will stop .

{"id": 55}
The proportion of the population aged 65 between 1940 and 2040 is presented on the graph below . It can be seem→seenVERB from the graph that the peasantage→percentageSPELL of Sweden→SwedishMORPH and USA→AmericanOTHER population tends→tendedVERB:TENSE⚠️ to be far more similar , in comparison with Japan→JapaneseADJ population ∅→.PUNCT it→. ItPUNCT should be mentioned that until 1980s . These→theseORTH 2 groups were quite the same . There was a gradual increase from 5 % to approximately 15 % , while in the USA , there was the→aDET stable decrease ( less than 5 % ) , followed by a sadden→suddenADJ " recovery " . ( From 2000 the situation ∅→hasVERB:TENSE✅ changed dramatically . What is more , from that year the difference between ∅→theDET USA and Sweden age groups became far more obvious as the number of elderly people in Sweden began to rise steadily . However , in compliane→complianceSPELL with the graph the persentage→percentageSPELL difference by 2040 was not evident less than 5 % . To sum everything up , it should be empasized→emphasizedSPELL that in spite of different results , japan→JapaneseADJ population ( after a perpertual→perpetualSPELL grouth→growthSPELL ) increased dramatically more→more dramaticallyWO ∅→thanPREP in contrast to→∅OTHER other countries . Probably that can be explained by the great member→numberNOUN of elderly people in Japan of that catagory→categorySPELL .

{"id": 56}
It can not be denied that men in comparison with women have always had more preferable social position for→inPREP many countries . However , nowadays that→thisDET problem does n't→notCONTR seem so crucial any more . It is generally agreed that both men and women have equal rights . That is why , it is declared that equal number→numbersNOUN:NUM of male and female students should be accepted to Universities→universitiesORTH . But is it really so ? Frankly speaking ∅→,PUNCT it seems to me that such ∅→anDET idea is n't→notCONTR worth doing→relevantOTHER as students should be accepted in accordance→accordingOTHER with→toPREP their mental abilities , exam results and→talentsOTHER personal talants→talentsSPELL and capabilities→∅OTHER . Only in that→thisDET case , justice and equality can be reached . Besides , it also must be→must be alsoWO pointed out that there is a tendency for both groups to choose particular→certainADJ subjects . It is is undeniable that math , physics , engeneering→engineeringSPELL are more preferable among boys , while girls are interested in literature , languages , and so on . However , it ca→canCONTR n't→notCONTR be called an unehiable→unreliableSPELL rule , and of course , there are a plenty of exceptions . What is more , ∅→theDET population also need to be taken into account , as in some countries , the number of women prevaile→prevailSPELL . For instance , in some Universities→universitiesORTH with technical subjects there ∅→areVERB only 10 girls and 20 boys in ∅→a aDET group . Nevertheless , some ∅→peopleNOUN would say ,→∅PUNCT that such ∅→aDET situation will be→isVERB:TENSE⚠️ substantial for people ∅→in orderOTHER to protect of their rights for getting education , especially for women who still can→can stillWO face the problem of discrimination . In conclusion , it should be pointed out that every person has equal rights regardless of sex , social position , money , religion and race . That is why ∅→IPRON strongly believe that equal number→numbersNOUN:NUM of male and female students does n't→notCONTR seem so vital for realising→havingVERB an opportunity of getting an education . The quantity→numberNOUN of students should depend on their knowledge and capabilities and→butCONJ not on sex .

{"id": 57}
The line graph gives an→theDET information about the amount→percentageNOUN of people over 65 years old basing on the statistic data of→inPREP three countries : Japan , Sweden and the United States of America . According to the graph , the amount→proportionNOUN of people from→inPREP the presented age group in Japan steadily fell→fell steadilyWO in the period from 1940 to 1985 . However , there is a serious increase in the population of people aged 65 from 3 % in 1985 to 28 % in 2040 . The population of this age group in Sweden also grew→growsVERB:TENSE⚠️ from 1940 to 2040 from 7 % to almost 27 % . The amount→percentageNOUN of such people in the United States slightly increased from 9 % to 15 % in the period from 1940 to 1980 . Then the ∅→percentageNOUN number of people from ∅→thisDET age group was more or less stable and , as it is shown on→inPREP the graph , there is a sharp growth of it in the time period ∅→predictedVERB from 2025 to 2040 . To sum up , the population of people aged 65 and over will significantly increase ∅→in presentedOTHER in ∅→the the countriesOTHER presented ∅→in theOTHER countries to→presented in the task byOTHER 2040 .

{"id": 60}
Due→AccordingPREP to the principles of the International law→international ,OTHER there could→shouldVERB:TENSE⚠️ not be any discrimination . So , males and females have equal rights nowadays in all spheares→spheresSPELL of life . This rule also concerns educational process ∅→:PUNCT their all people have a right to have an→∅DET education , besides , they are free to choose any subject they want . Moreover , is it appropriate for universities to accept males and females in every subject ∅→inPREP equaly→equalSPELL ∅→numbersNOUN ? First of all , if we speak of equality of men and women we should make a→∅OTHER notice→noteMORPH that this also mean→meansVERB:SVA that women could→canVERB:TENSE⚠️ not do some work which is→doesVERB:TENSE✅ not suit them ( take→for example , carryOTHER heavy things ) . In other ways it is known that females can choose freely their profession→their profession freelyWO . Secondly , we can easily think of jobs which will be more→of higherOTHER priority for males such as military professions . What is the goal of setting the rule when→forOTHER universities ∅→toVERB:FORM accept equal numbers of male and female students in every subject ? Will it really provide equality ? It is set by the laws→lawNOUN:NUM that everyone has an opportunity to study the subject he ∅→or sheOTHER prefers . This rule is enough for the realisation→implementationNOUN of the principle mentioned above . Another factor which may be set against that rule is a different propostion→proportionSPELL of population→∅OTHER of males→maleMORPH and females→femaleMORPH ∅→populationNOUN in the country . It would be hard to reach equal numbers because women→thereOTHER simply can→can simplyWO be more ∅→womenNOUN than men or overwise→otherwiseSPELL , so this argument makes that rule almost impossible . Of course ∅→,PUNCT universities may try to bistribute→distributeSPELL males and females during educational process in→intoPREP different groups equaly→equallySPELL and that probably will→will probablyWO bring positive result . To sum up , everyone both males and females has a right and opportunity to choose their profession and study in a place they want . It will not be appropriate for university workers trying→to tryVERB:FORM to choose students by the criteria of equality→equalMORPH ∅→numbersNOUN of males and females instead of ∅→byPREP professional qualities and knowledge ,→∅PUNCT which may have every person→every person may haveWO .

{"id": 61}
The diagram presents a→theDET number→percentageNOUN of people after→∅PREP 65 years old in percentage from number of all people→and overOTHER . The indicators→∅NOUN are devided→dividedVERB on 3→give for the threeOTHER groups→forOTHER with→theOTHER ∅→threeOTHER countries :→-PUNCT Japan , Sweden and ∅→theDET USA , and shows→showVERB:SVA changes in the 100 ∅→-PUNCT year period from 1940 to 2040 . The population aged 65 and over from→inPREP Japan was only 5 percent in 1940 . Then there was ∅→aDET slightly→slightMORPH decrease for 20 years period and it was a→∅DET constant ∅→over theOTHER next 20 years→∅OTHER . After 1980 it become→beganVERB✅ to increase slightly . According to ∅→the graph theOTHER graph this increase will be continued and in 2030 ∅→the percentageOTHER will go up dramatically to 25 percent . In Sweden the number→portionNOUN of ∅→elderlyADJ people in 1940 was about 7 percent . Between 1940 and 1980 this ∅→percentageNOUN number was increasing→increasedVERB:TENSE⚠️ . After that there was ∅→aDET slight fall and than→thenSPELL ∅→aDET sharp rise . The same situation will be between 2010 and 2040 . The numbers→percentage percentage numberNOUN will reach almost 25 percent . In the USA there were almost 10 percent aged→of elderlyOTHER people in 1940 . Between 1940 and 1980 it was a little more→higherADJ than in Sweden . After 1980 the indicators→figuresNOUN were stable and after 2020 ∅→theyPRON will rise to 23 percent in 2040 . To sum up , it can be seen from the graph ∅→thatDET , the number of people aged 65 and over ∅→isVERB:TENSE✅ increase→increasingVERB:FORM and will reach the number nearly 25 percent to→inPREP 2040 in all countries .

{"id": 62}
Some people think that there is a good idea ∅→forPREP to students→students toWO study in groups ,→inOTHER when→whichOTHER the numbers of boys and girls would be equal , and Universities→universitiesORTH should provide→adoptVERB this idea . In my opinion this idea is not so good . Firstly , the number of male and female students does not matter for studing→studyingSPELL process . I do n't have any thought about→know studiesOTHER influence→influencedVERB:FORM by it for study→studiesOTHER . Secondly , accepting equal numbers of both ∅→gendersNOUN is almost impossible . Usually there are more girls than boys entering→applyingVERB in→forPREP humanitariaty→humanitySPELL Universities and more boys than girls entering in technical ∅→onesNOUN . Thirsty , the sex→∅NOUN of→aOTHER student ∅→'s genderOTHER ca n't be significant point for decision ∅→whetherPREP to take→acceptVERB him or her in→toPREP University . The main categories are knowledges→knowledgeNOUN:INFL , skills and ability to study something new . From→OnPREP the other hand , groups with equal numbers of male and female students may be more→betterADV balanced . It can be usefull→usefulSPELL for socialisation of young people . Some problems , which do→areOTHER n't conected→connectedSPELL with→connected studyingOTHER study→studyingVERB:FORM ,→∅PUNCT may be disappeared→disappearVERB:TENSE✅ . An example from my own experience is 8→∅OTHER March ∅→8thNOUN , women 's day . In our group there are 20 girls and only 5 boys . That 's why our male students were not very happy in→onPREP that day . However , despite that they were→beingOTHER in minority they made a very good presents to girls . In conclusion , I would like to say that this idea is good for students . I wish there were equal numbers of boys and girls in my group . But I do n't think that it is important ∅→thatPREP Universities→universitiesORTH should decide→solveVERB more significant problems linked with study→studiesNOUN:NUM .

{"id": 63}
The chart shows shows the proportion of people 's population at the age of 65 ∅→and overOTHER in three different countries : in Japan , in Sweden and ∅→inPREP the USA between 1940 and 2040 . According to the graph , in 1940 the percentage of population aged 65 was about 5 ∅→per centOTHER in Japan . In contrast , in the USA it contaned→containedSPELL about 9 % . The population of ∅→theDET nation aged 65 and over was nearly 7 % in Sweden . In the period between 1940 and 1980 only in Japan the percentage of people is→∅VERB:TENSE✅ slightly falled→fellVERB:INFL and contaned→containedSPELL about 3 % . According→AsPREP to→forPREP the USA and Sweden , the proportions increased steaply→steeplySPELL from 9 to 15 % for the USA and from 7 to 14 % for Sweden . It would appear→appearsVERB:TENSE⚠️ from the statistic→statisticsNOUN:NUM that between 1980 and 2028 there is ∅→expected to be aOTHER dramatically→dramaticMORPH decreasing→decreaseMORPH in the USA . However , at the same time , the proportion of people aged 65 and over in Japan is sharply go up ∅→sharplyADV and in 2040 will be about 27 % . To sum up , it can be concluded , that during→betweenPREP the→∅DET 1940 and 2040 the percentage of population in three countries rise→risesVERB:SVA✅ differently , espassially→especiallySPELL in Japan , ∅→whereADV the nation ∅→is toVERB✅ become more aged ,→olderOTHER than in the USA and Sweden .

{"id": 64}
It can be suggested that it is necessary to accept equal amount girls and boys in every subject in the Universities . However , this statement→situationNOUN has some advantages and disadvantages . Nowadays , there is no doubt that disadvantages of this statement→approachNOUN are less valuable→seriousADJ than proccess→the achievements it can bringOTHER . To begin with ∅→, let 's considerOTHER the point about discrimination→discriminatingMORPH male and→orCONJ female students in Universitet→universitySPELL , if they should→do notOTHER study every subject in equal numbers . Probably , some of them do not want to study some subject , for example , girls do not prefer physical culture , at the same time , boys are keen on sport more than ∅→onPREP literature . As a result , there are some problems . One more of the main argument is that studing together ∅→can helpVERB male and female students can help→∅OTHER to socialized→socializeMORPH them→socializeOTHER . Besides , it can be seen from the life , that men are good at one→someDET aspects and women are the best→betterOTHER in other questions→issuesNOUN . They can help to→∅PREP each other to know→learnVERB something significant and usufull→usefulSPELL , because nobody knows all→everythingPRON in this life . However→? ? ?OTHER , ∅→ifPREP if was→there wereOTHER equal amount→numbersNOUN of male and female students , it→theyPRON can→easilyOTHER easy→easilyMORPH to→∅VERB:FORM work in pare→pairsNOUN . Unfortunatelly→UnfortunatelySPELL , not all students are→∅VERB:TENSE✅ prefer to work ∅→such inOTHER such ∅→aDET way . Usually it is more pleasant for girls to communicate with the same category→genderNOUN , because they have the same hobbies . More than that , usually male→menOTHER and female→womenOTHER can embrassed→embarrassVERB each other and it also can ∅→beVERB a problem , if there→theirDET ∅→numbersNOUN are not the same numbers of men and women→∅OTHER . To sum up , it can be concluded , that the→unequalOTHER discrimination→numbersNOUN to→ofPREP all students in groups to the equal→male and femaleOTHER amount→studentsNOUN can break their writs→cause discriminationOTHER . However→BesidesADV , there are more advantages of→inPREP this ∅→approach ,OTHER and it is possible to create some programms→programmesSPELL in ∅→universities with equal numbers of students of eitherOTHER Universities→universitiesORTH .

{"id": 65}
This chart shows the number of people who are 65 and over in three countries in different points of the Earth through 100 years . Firstly , the whole population of these countries is getting old→olderADJ:FORM - all lines go up . In the USA ∅→goes the lineOTHER goes slightly but in the nearest future the growth will dramatically rise . It will be equal to less→a littleOTHER than→belowPREP 30 % . In Japan ∅→theDET number of ∅→the theDET elder→elderlyMORPH calmly→slightlyADV increases - there is→will beVERB:TENSE⚠️ no fast growth in→byPREP 2030 like ∅→thatDET in the USA . In Sweden , ∅→theDET growth fluently→∅ADV increases ∅→sharplyADV - the population of old people in→byPREP 2040 will be near 25 % . So , in all these countries the growth→percentageNOUN goes up and ∅→becomeVERB equal to 25 % . Nowadays , the eldest→oldestADJ country is Sweden . The proportion of ∅→the elderlyOTHER population is less than→almostOTHER 20 % . It is significant that ∅→TheDET United→UnatedNOUN States take→takesVERB:SVA✅ ∅→TheDET last place→positionNOUN in that group - concerning to me , there are lots of middle - aged people there . Making a conclusion , it is important to say that ∅→theDET situation is unsatifsfied→worryingVERB . The population has an impact on economics . So , ∅→theDET government should correct this situation by the nay→wayNOUN of dotations to going→growingVERB families .

{"id": 67}
The graph describes the percentage of old people ( aged 65 and over ) in three countries ( Sweden , Japan and USA ) in the period of the→∅DET one hundred years since 1940 to 2040 . It seems that Japan 's→JapaneseOTHER persons→peopleNOUN aged 65 and elder→olderSPELL will contain→make upVERB more than 25 % of all people up to→byPREP 2040 . Graph→The graphDET of→forPREP Japan ∅→shows aOTHER significantly→significantMORPH rises→riseMORPH from 2030 to 2035 years→∅NOUN . Since millenium→2000 proportionOTHER the→ofOTHER Japan 's→JapaneseOTHER old people 's proportion→∅OTHER extremely increased for more than 20 % in 40 years . Also the graph of the USA shows that aged people in this country will contain→reachVERB more than 20 % of all population . There is one more important detail : all the graph→graphsNOUN:NUM will reach their peaks in→byPREP 2040 . ∅→The growthOTHER USA 's→in theOTHER progress→growthNOUN of aged→elderly elderlyADJ people percentage→∅NOUN is ∅→lowest ofOTHER the most tiny between→∅OTHER three countries . Till→OverPREP the century→period of a hundred yearsOTHER ∅→theDET population of aged people in ∅→theDET US grows→is expected to growVERB:FORM up only from 9 % to 23 % . In Sweden this progress is more significant : from 7,5 % to 25 % . Also in ∅→theDET USA there is a period of stagnation→levellingNOUN , when ∅→the line on theOTHER graph is→doesVERB:TENSE✅ not changed→rise or fallOTHER at all since→fromPREP 1999 to 2018 . It stopped→remainsVERB at the degree→levelNOUN of 14 % .→Тимофеева СOTHER

{"id": 70}
Nowadays universities accept different numbers of male and female students in each faculty . The large number of girls usually is in humanitarian subjects , whereas boys prefer technical ones . But should universities accept equal amount of boys and girls ? On the one hand , there are more girls in many countries than boys . If universities make limits for girls , there will be the lack of boys , especially in humanitarian subjects . For example , it is a common tendency , that more girls go for education to the law faculties . My low→LawSPELL faculty has a proportion of males and female students nearly 1:3 . It has as advantages and disadvantages . Less boys are interested in low→lawSPELL , more girls become→are becomingVERB:TENSE⚠️ judges , lawyers , prosecutors etc . But if universities limit the quality of girls , entering law faculties , it would be discrimination , usually called ' sexual discrimination ' , because a lot of girls want to be a lawyer . Also it has a positive effect , girls can become someone else . To my mind , the best solution of→toPREP this problem is to stand a specific proportion of male and female students for each faculty . Because some professions lack of boys or girls and not always one kind of work appropriate for that very sex . Of course , there are jobs which must→shouldVERB:TENSE⚠️ be universal for both males and females , that is why some faculties should make equal numbers of girls and boys .

{"id": 71}
Sugested→The givenOTHER chart below gives to→∅PREP us innformation→informationSPELL about the proportion of the population aged 65 and ove→overSPELL between 1940 and 2040 in ∅→theDET USA , Japan→Japan ,WO and Sweden . First of all , population→the percentageOTHER of this people→categoryNOUN in Japan was the most→theOTHER little→lowestADJ from 1940 to 2030 . From 1940 to 2000 the population→peopleOTHER aged 65 and over was→made upVERB about fife→fiveSPELL percent .→of five Japanese populationOTHER In 2040 this population→age groupNOUN in Japan will be biger→biggerMORPH and ∅→willVERB:TENSE⚠️ consist of more than twenty fife percents→percentNOUN .→∅PUNCT Americans→AmericanMORPH citizens aged 65 and over were ∅→theDET the biger number of people→biggest portionOTHER from 1940 to 1998 . In 1940 it was 10 percent and in 1999 it was 14→∅OTHER percents→percentNOUN:NUM .→∅PUNCT After 2000 , line→the percentageOTHER of this american→AmericanORTH population are→sectorOTHER✅ increasing→increasedVERB:FORM . I→InSPELL 2040 it ∅→willVERB:TENSE✅ consist of 23 percents→percentNOUN:NUM of all→the wholeOTHER population . Whith→withSPELL the help of this , we can say , that borning→burningSPELL in the the USA was feeling all the time . The Sweden proportion of the population aged 65 and over has→hadVERB:TENSE⚠️ a lot of feelining→fallsNOUN and increasing .→increasesOTHER In 1940 this propotion→proportionSPELL was 5 percent from→ofPREP all population , and this→ItPRON was increasing→increasedVERB:TENSE⚠️ to 20 percent in 2015 . After this , the line of proportion was feeling→is expected to fallVERB to 17 percents→percentNOUN:NUM in 2030 , and after this inereasing→that to to increaseOTHER to 25 percents→percentNOUN:NUM in 2040 . As aresult→a resultORTH ,→∅PUNCT we can name the same dinamic→dynamicsSPELL of increasing ∅→theDET proportion of the population aged 65 and over in this→theseDET countries . This graph shows us ,→∅PUNCT that ∅→a in future about aOTHER qualer→quarterSPELL of the population is→will be beVERB:TENSE⚠️ old people ,→∅PUNCT and borning→burningSPELL was decling→decliningSPELL or level of life in this countries was increasing .

{"id": 72}
There is ∅→anDET opinion , that universities should have ∅→anDET equal amount→numberNOUN of male and female students in every subject in ∅→theDET society . I disagree whith→withSPELL this position . Firstly , it ∅→isVERB good to say , that there are subjects , which are prefered→preferredVERB:INFL only by boys or girls in→atPREP universities . For example , on low→a lawOTHER faculty , only girls like family law , and it is imposible→impossibleSPELL to have equal numbers of male and female ∅→studentsNOUN on this subject . Secondly , to my mind , ∅→theDET level of education doestn→doesSPELL ∅→n'tCONTR depend from→onPREP ∅→theDET equal amount→numberNOUN of boys and girls . There are no logical opinions , how it depends from→onPREP it . Another people supose→supposeSPELL , thet→thatSPELL it can help us to go from one step of our socializing : communication with girls and boys , what→thatPRON will help us in our future . I think it is wrong . We have got oppotunities→opportunitiesSPELL to communicate with male or female ∅→studentsNOUN in our childhood ( school etc . ) . University is a proffesional→professionalSPELL level of our education and we should should study hard , and nothing ca→canCONTR n't→notCONTR change it . Moreover , we have ∅→aDET briliant→brilliantSPELL example , when in war→militaryOTHER universities study only boys , and they have ∅→anDET awersome→awesomeSPELL education after ∅→theDET university in Russia . Of course , boys like ∅→to beVERB:TENSE✅ situate→situatedVERB:FORM with girls , but this is not for education . Male→maleORTH and female ∅→studentsNOUN can communicate with each othe→otherSPELL after their studing→studyingSPELL . In conclusion , it will be good to→forPREP all , that if male ∅→studentsNOUN stady→studySPELL without→studyOTHER female ∅→onesNOUN , ∅→theDET level of education will not dicline→declineSPELL . There are a lot of wrong opinion→opinionsNOUN:NUM about ∅→the universities 'OTHER universities'es→universitiesOTHER education in society , and this theory is one of them .

{"id": 76}
Nowadays we live in the society where men and women have equal rights and obligations . However , gender questions in education sphere are discussed even today . Some people believe that equal amount of boys and girls should be accepted in every faculty . But I fully disagree with this opinion . I personally believe that acception→acceptingSPELL of a person to the University must n't depend on his gender but his marks . At first , this may cause a situation , when scores for acception→acceptingSPELL of a faculty will differ much between boys and girls , which , I believe is not correct . After that , big difference in marks can cause bad social conditions between students because students with lower education may feel depressed if they are not well prepared for university . Preparation for future life is extrimely→extremelySPELL important in higher education and young people must understand that at work they would n't be given a special quota for male and female , and that they will live , work and pass work interviews in the same conditions . For example , my mom 's friend Julia , who was always thought that boys are→wereVERB:TENSE✅ stronger then girls and must always take care of them . When Julia came to a new job she began to work , where men behaved with women in equal way and that 's why she felt depressed in this place with such conditions . In conclusion , I 'd like to say that many men many minds but I think that we should change education conditions in this way because today we have a lot of more serious problems to deal with . Besides , in my opinion , the only acceptable quotas are for invalids and for people who ca n't pay for their education .

{"id": 77}
The graph presents the data about the proportion of the population aged 65 and over between 1940 and 2040 in the→threeDET different countries . According to the graph , X axis indicates the number of per cents→percentage ,OTHER and Y axis indicates years . Here→ThereSPELL are presented→∅VERB 3 lines ( each line indicates each→aDET country ) - Japan , Sweden and ∅→theDET USA . The lowest level of ∅→the elderlyOTHER population 's→wasNOUN:POSS proportion belongs to→inOTHER Japan . It reaches→wasVERB a→asSPELL low ∅→as 3 %OTHER from 1960→1950OTHER to 1960 ( 3 % ) a→1980 andOTHER after the→thatDET start→startedVERB:TENSE⚠️ to increase rapidly - up to 27 % in 2040 , there→whenADV Japan reaches→reachedVERB:TENSE⚠️ it 's→itsOTHER peak . Sweden ∅→andCONJ a→theDET USA have→hadVERB:TENSE⚠️ approximatly→approximatelySPELL the same level of proportion : Both→bothORTH countrier→countriesSPELL fluctuate→fluctuatedVERB:FORM since→afterPREP 1940 from 7 % a→andOTHER 9 % , after this to 12 % a→and then and then and then toOTHER 15 % in 1980 . But from 1995 Swedish line increases→increasedVERB:TENSE✅ sharply to 20 % in 2015 , unlike ∅→that in theOTHER US 's→∅NOUN:POSS line , which→∅OTHER starts to decrease→decreasedVERB:FORM slowly from 15 % to 13 % ( 1980 - 2020 ) . And , at last , both counties→countriesNOUN ∅→are expected to are expected toVERB start in→∅PREP increase→increasingVERB:FORM it 's→theirOTHER levl→levelSPELL of population proportion→proportion of the elderly populationOTHER a→andOTHER in 2040 ∅→willVERB:TENSE⚠️ reach it 's→theirOTHER maimum→maximumSPELL - ∅→inPREP Sweden - 25 % ∅→and inOTHER a→the theDET US - 23 % . To sum up , the statystics→statisticsSPELL indicates , that Japanese population ∅→of 65 years old and overOTHER 's proportion is changing→changesOTHER slowly , instead of→unlikeOTHER Swedish a→andOTHER American rates , which are→∅OTHER fluctuated→fluctuateMORPH . But→NeverthelessOTHER , the highest level ∅→of elderly populationOTHER of proportion is→will beVERB:TENSE⚠️ reached by→inPREP Japan , in contrast with→toPREP Sweden ∅→andCONJ a→theDET US , which ∅→willVERB:TENSE⚠️ have ∅→aDET lower maximum rate .

{"id": 78}
Nowadays a→theDET problem of ∅→theDET disproportion of sexes in universities is topical→widely discussedOTHER , but is it really necessary to accept an equal numbers of males a→andOTHER females in each subject , or it will→will itWO be more preferable not to pay attention to this situation ? Actually , there is no doubt ,→∅PUNCT that communication between girls a→andOTHER boys is essential . But we are talking not→not talkingWO about the importance of their privale→privateSPELL relations→relationshipsMORPH . We are trying to consider→look atOTHER this question from the educational point of view . Let 's emagine→imagineSPELL a situation :→ofOTHER an→theDET equal number of male a→andOTHER female students in the subject . What ∅→doesVERB:TENSE✅ it leads→leadVERB:SVA ∅→toPREP to ? Males try to attract girls attention a vise - revsa . Females try to do the same . However , if on→inPREP the→some subjectOTHER subject ∅→areaNOUN , there is no opposite sex , the educational level would→willVERB:TENSE⚠️ be much higher . We can predict ,→∅PUNCT that both sexes woud→will will be beOTHER concern→concernedVERB:FORM only about→withPREP their study→studiesNOUN:NUM . On the other hand , as I 've→haveCONTR already pointed out , the→∅DET communication is an essentrial→essentialSPELL skill , which every student should imrove→improveSPELL , but it does n't mean ,→∅PUNCT that this necessary skill should be practised at university . Most students have enough free time to do this with no destroy→without distractionOTHER of→fromPREP studing→studyingSPELL . I afirm ,→confirmOTHER that the situation of disproportion of Females→girlsNOUN 2→toOTHER males→boysNOUN in universities should be changed , and , moreover , in every subject should appear→∅VERB only ∅→male or be admitted femaleOTHER males or only females→femaleMORPH ∅→studentsNOUN . This opinion could be presented→supportedVERB on→withPREP the example of special universities for males or females , which are wide spread→widespreadORTH in an→∅DET English speaking counties ∅→,PUNCT a→andOTHER an→theDET educational level there is much higher ,→∅PUNCT than in ∅→anDET average university . As a consiquence→consequenceSPELL , I 'd→wouldCONTR like to note ,→∅PUNCT that the question of sexes→genderNOUN disproportion in universities is strill→stillSPELL open→validADJ , but , as for→in my point ofOTHER me→viewOTHER , this situation should be changed , in the way , of the whole ie section of mixed sexes universities .

{"id": 79}
The graph compares the number of people aged 65 and over in Japan , Sweeden→SwedenSPELL and ∅→theDET USA from 1940 to 2040 . According to the data presented→presented dataWO ∅→,PUNCT the proportion of population aged 65 and over constituted nearly 5,5 % in 1940 ( 5 % , 5,5 % and 9 % in Japan , Sweden and ∅→theDET USA respectively ) . As far as ∅→can itOTHER can be judged according to→byOTHER the graph ∅→,PUNCT the proportion of old people increased in Sweeden→SwedenSPELL and ∅→theDET USA from 1940 to 1980 , while there was a slight decrease in this catecory→categorySPELL of people in Japan . In accordance with the graph ∅→,PUNCT the proportion of old people ∅→hasVERB:TENSE⚠️ remained ∅→and will remainOTHER above 10 % between 1940 and 2020 and there is→will beVERB:TENSE⚠️ a sharp increase in 2030 . In 2040 the number of population→peopleNOUN aged 65 and over reached→will reachVERB:TENSE⚠️ a peak . Persuant to ∅→the investigation theOTHER investigation the proportion of old→elderyOTHER persons→peopleNOUN reached→will reachVERB:TENSE⚠️ 27 % in Japan , 25 % in Sweden and 22 % in ∅→theDET USA in 2040 . To sum up ∅→,PUNCT it can be clearly seen from the graph that population in three different countries has→willVERB:TENSE⚠️ become older in 2040 than it used to be in 1940 .

{"id": 81}
The amount→numberNOUN of elderly people living in Japan , Sweden and the USA in→duringPREP different years is given on→inPREP the data presented . The first feature which can be clearly seen→seen clearlyWO is that the percentage of humans over 65 years is growing rapidly in all of these states . Probably , such scientists ' predictions will not be→comeVERB realized→trueOTHER because the previous years trends indicate another tendencies . According to ∅→theDET researches→researchersMORPH , the proportions of elderly people in population are→will beVERB:TENSE⚠️ much more→∅ADJ higer→higherSPELL in comparison with 2020 or earlier trends ( about 25 % in 2030 and 5 - 15 % in 2000 respectively ) . Analizing→AnalyzingSPELL the information shown , it should be mentioned also→also be mentionedWO that in the USA and Sweden there was→will beVERB:TENSE⚠️ a→anDET upword→upwardSPELL trend in ∅→theDET percentage of people which→whoPRON are 65 years old and over from 1940 to 2040 . As for Japan , some fluctuations can be observed on the graph . There was a decline from 1940 to 1960 , but a rising→riseMORPH of→inPREP ∅→theDET level of elderly people can be seen from 1980 to 2040 . Japan is assumed→expectedVERB to be a leader in such percentage after 2030 year .

{"id": 82}
The problem of amount→the the the number ofOTHER girls and boys in educational organisations can be identified→noticedVERB in last years . One argument→point of viewOTHER is that there should be an equal percentage of men and women on courses . Honestly to say→∅VERB , it→ItORTH does n't→notCONTR mean for me→seemOTHER to be a great problem ∅→to meOTHER , and→∅CONJ so I can not fully agree with the presented opinion . Probably , such a suggestion is reffered→madeVERB by people to the point that→becauseOTHER the number of male→malesNOUN:NUM in our population declines→is decliningVERB:TENSE⚠️ rapidly . On my course , for instance , there is→areVERB:SVA a→muchOTHER great deal of→moreOTHER girls than boys . However , we have on→∅PREP any→noDET difficulties with that . Males have the same opportunities for self - realization as females . Moreover , it should be pointed out that the ability to graduate ∅→fromPREP a university depends on human skills , but not ∅→onPREP a gender . What is more , people in our country have common conditions for passing exams to enter to→∅PREP any collage→collegeNOUN or university . It should be also→also beWO considered that the→∅DET accepting people according to their gender will mean a→∅DET discrimination under the conditions of our legislation ,→∅PUNCT because in our Constitution every person have→hasVERB:SVA a right to a free education depending on their abilities . There is no registration→preferenceNOUN for males or females . To sum up , everything which→thatDET was previously mentioned should be taken into account . There is no doubt that any university should act according to ∅→theDET rules of states or international law and should not react ∅→to anything apart from itOTHER .

{"id": 83}
The line graph analyzes→showsVERB information about changes in the proportion of population aged 65 and over between 1940 and 2040 in three different countries . These counties are Japan , Sweden and the USA . According to the graph it→therePRON will be a great rise in the proportion of people aged 65 and over in Japan from 10 % in 2020 to 27 % in 2040 . But before it there will be no any→∅DET significant changes since the percentage of people aged 65 and over has the tendency to be about 5 - 10 % . As for the USA and Sweden the proportion of 65 years old population is flunctuatiry→fluctuatingSPELL during the all→wholeOTHER period of time . Both the USA and Sweden will reach the top in the percentage of population aged 65 and over in 2040 . It will be about 25 % . To sum it up , the most significant chaeyes→changesSPELL is→will beVERB:TENSE✅ in Japan .

{"id": 85}
The diagram presents the data about the percentage of people of→atPREP the age of 65 and more from the→∅DET 1940 to 2040 in three countries : Japan , Sweden and the USA . The x axis shous→showsSPELL the years while the y axis -→,PUNCT percentage ∅→numbersNOUN . Both ∅→theDET USA and Sweden has→haveVERB:SVA almost equal percentage of retired people during ∅→theDET first 60 years ( about 10 - 15 % ) . Then the graphs start to vary and finally grow ap→upSPELL to 25 % . Japan , in contrasty→contrastNOUN to ∅→contrast other theOTHER other countries shows really low level of percentage people over 65 . After porpertual→perpetualSPELL flactuation→fluctuationSPELL from 3 -→toOTHER 5 % the level of old Japanese people dramatically→is to rise is toOTHER rise up to 30 % . To sum up , ∅→the periodOTHER 1940s-2020s see→showsVERB low percentage of old people in all three countries . But tendention→the tendencyOTHER is that→forPREP the level will→toVERB:TENSE⚠️ permanently grow→grow permanentlyWO .

{"id": 87}
The graph represents the number of 65 and over aged people , expressed in percents→percentNOUN:NUM , in Japan , Sweden , ∅→theDET USA for the period from 1940 to 2040 . Firstly , according to the graph , the proportion of population slightly increase→increasesVERB:SVA for 100 years . In all countries the population of old people started→was shownVERB from no→notOTHER less than 5 % . From the period of 1940 - th the number of 65 years old people and over rised in Japan and ∅→theDET USA . But this tendency stopped in 1980 , and ∅→theDET dsrise→riseSPELL has changed it . Decline→The declineDET of population took more time in ∅→theDET USA and had been→wasVERB:TENSE⚠️ continuing for→tillPREP approximately 2010 . Opposite , Sweden decrise→decreaseSPELL took no more than 10 years and population started to rise hightly→highSPELL , this process stopped in 2010 . From 2010 both of lines , represented the rise of 65 and over aged population , increased and got the same level - approximately 23 - 25 % . Secondly , Japan had not any serious rise for 60 years - from 1940 to 2000 , but after that began to rise with high speed . Thus , for 20 years the level of population become 10 % , and during the last 10 years increased for 28 % . Moreover , this lane showed Japans ' scale , reached a→theDET pich→pickSPELL and represented the best result . Overall , both of countries - Sweden and ∅→theDET USA , developing stabil→stableSPELL and Japan 's line had ∅→theDET another character→way of developingOTHER , but it had the highest score inspite→in spiteORTH the fact it 's→hadCONTR slow speed of incrise→increaseSPELL .

{"id": 88}
It has been suggested , that it would be better , if male and female students should be→wereVERB:TENSE✅ separated by equal numbers for every subject . I strongly agree with this idea , but in some cases it could not be acceptable . First of all , a lot of scientific researchers→researchesMORPH in the sphere of man and women phichology→psychologySPELL exist , which prove the the fact of different understanding the same situations between mail→maleNOUN and female . Female can see some detales→detailsSPELL , that are hidden from males ' eye ; but women , as a rule , are too emotional , that does not allow them to analize→analyzeSPELL particular situations . Men in this matter are more sutable→suitableSPELL . Thus , the balance of male and female for every subject helps to find different points of view , and discuss the problem " from all sides " . Opposite , bodys→physical abilitiesOTHER of man and women differ from each other , men , as usual , are more phisically→physicallySPELL developed , that gives him→themPRON an opportunity to do things ∅→,PUNCT which could not be done by women . So , according ∅→toPREP that , it is not compulsory to accept equal number of male and female students for subjects connecting with using a power . Therefore , the idea of acception→acceptingSPELL equal number of male and female students is rather new and interesting , moreover ∅→,PUNCT it has a practical benefit in some cases . I think , that it will be great if this strategy were→isVERB:TENSE⚠️ used by universities and schools , because it could ras→riseSPELL an important→importanceMORPH of→inPREP education sistem→systemSPELL and help to rise it for higher level . But unfortunately , I guess , it would be too hard to use it in real life by the spestor→spectrumNOUN of reasons .

{"id": 91}
The presented table illustrates how many people work in different spheres of economy ( hotel and catering , building , technology , education ) in the UK . The table includes information for two years : 1998 and 2006 . According to the data , the number of people engaged in each sector , has→hadVERB:TENSE⚠️ experienced a noticeable change since→fromPREP 1998 ∅→to 2006OTHER . In 1998 far more people in→fromPREP each age group worked in ∅→building businesses OR the sphere ofOTHER building . The most dramatic was the change for→inPREP technology - we can see that jobs in this sphere are→wereVERB:TENSE⚠️ much more popular now→in 2006OTHER . In the age group 18 - 25 35 times more→as manyOTHER people work→workedVERB:TENSE⚠️ in technology now→in 2006OTHER . For technology two groups of middle - aged people are→wereVERB:TENSE⚠️ approximately 7 and 13 times respectively bigger→asOTHER now→asADV compared→largeOTHER to→inPREP the→2006DET data→asOTHER of→inPREP 1998 . Trends for hotel and catering and education are more steady , although we can also see some fluctuations . A closer look at the table reveals that the trends for different age groups are→wereVERB:TENSE⚠️ not always similar ∅→in ...OTHER . In each sector far less→fewerADJ people after 50 have→hadVERB:TENSE⚠️ an intention to change the sphere where→ofOTHER they→theirDET work . To sum up , there have been certain changes in the number→numbersNOUN:NUM of people working in different sectors . The most dramatic changes we→∅PRON can see→be seenVERB:TENSE⚠️ in the technology sector , although each sector has→hadVERB:TENSE⚠️ experienced changes . Different age groups prefer→preferredVERB:TENSE⚠️ different occupations .

{"id": 94}
It is sometimes argued that→whetherPREP children should begin learning foreign language in primary school or ∅→inPREP secondary school . I can not completely agree or disagree with each→eitherDET opinion and ∅→IPRON believe that all of them have some advantages and disadvantages . The argument in favor of the opinion that for children ∅→itPRON is better to learn language ∅→at earlyOTHER in→anSPELL early ages→ageNOUN:NUM would be that in→atPREP this age they→theirDET memory is opened→openMORPH for→toPREP new information . Children in→atPREP early ages→ageNOUN:NUM took→takeVERB:TENSE✅ information better than when the→theyPRON become older . Also , I strongly stick to the view that when the→aDET child grows up in the atmosphere where people speak foreign→severalADJ language→languagesNOUN:NUM ∅→/ more than one L1OTHER they will easily remember new words and understand its→theirDET meaning→meaningsNOUN:NUM . Nevertheless , there can be some situations when children do not understand the importance of such learning and in this case it can be a can of worms . Some people would not agree with this opinion , though . They back up→OR supportOTHER the idea that when children become older they clearly understand what they want and tend to→chase OR go forOTHER their desires directly . However , in→atPREP this age some children have problems with speaking and can not go→getVERB through→overPREP limits and ∅→certainADJ bariers→barriersSPELL . I believe that more often such problems connect→are connectedVERB:TENSE⚠️ with psychology and ∅→with theOTHER attitude of ∅→aDET child to people around them and to life→∅NOUN in a→∅DET whole . To sum up I am convinced that advantages and disadvantages of learning ∅→aDET foreign language→languagesNOUN:NUM in primary school do n't outweigh them→theSPELL ∅→ones of doing itOTHER in secondary school . It is a parents business to decide when they should enable→let ( OR make ) their childrenOTHER their children to learn foreign language .

{"id": 95}
The table demonstrates the information regarding the number of people of different age who work→workedVERB:TENSE⚠️ in certain spheres in the UK in the period of time from 1998 to 2006 . A closer look at the table reveales→revealsVERB:INFL that there is a tendency of decrease in the numbers of people working almost in all sectors , except technology . Interestingly , all the data→numbersNOUN in ∅→the area ofOTHER technology rose . Moreover , the biggest number of workers , that→whichDET is 454375 , has been registrated→was registeredVERB in this sphere in 2006 . The significant surge in numbers ∅→wasVERB:TENSE⚠️ was ∅→also seenOTHER among people from 26 to 35 also→∅ADV in technology . The number there had changed by 2006 ∅→to about seven times as many workers -OTHER from 63889 to 454375 . As for education , the number of people under 25 ∅→working thereOTHER fell from 6388 to 4987 , whereas the number of people ∅→working there agedOTHER from 26 to 35 increased to 115476 . In→AtPREP the same time , the number of people→occupied thereOTHER from ∅→at the age ofOTHER 36 to 45 ∅→years oldOTHER remained steady . To sum up , there is a clear tendency in hotel & catering and building of decrease in numbers , while in technology we can see the rise in numbers ∅→,PUNCT which can be explained by our modern type of life .

{"id": 97}
The table compares the number of people in→atPREP ∅→theDET age from 18 to 65 working in certain sectors in the UK in 1998 and 2006 . The number of people working in technology has→( had )OTHER rapidly increased in each age group , especially in the youngest group of respondents in→atPREP ∅→theDET age from 18 to 25 . In opposite→On the contraryOTHER , the sphere of building is→wasVERB:TENSE⚠️ not so popular as technology : they lost people in each age group . The sphere of hotels & catering became more attractive for people older ∅→thanPREP 26 years : the number of people in this sphere decrease→decreasedVERB:TENSE✅ only in the youngest group of respondents . And in ∅→theDET final group of→presentingOTHER people working in education , ∅→theDET situation is→wasVERB:TENSE⚠️ not good : only people in→atPREP ∅→theDET age from 26 to 45 think→thoughtNOUN that that sphere is→wasVERB:TENSE⚠️ perspective and workable→profitableADJ ; in other age groups numbers→numberNOUN:NUM of people rapidly decrease→decreasedVERB:TENSE⚠️ .

{"id": 98}
Every parent at the current moment has realizing→realisesVERB✅ that the competition for a future job ∅→isVERB:TENSE⚠️ is increasing→gettingVERB significantly ,→harder ;OTHER this reason brings→inducesVERB the parent to think ∅→ofPREP as→theOTHER best as→∅PREP possible ∅→wayNOUN to prepare→provideVERB their children with the best skill→skillsNOUN:NUM to compete in future→∅OTHER for ∅→a successful job aOTHER successful job . On→OneSPELL of the most important things that should be prepared→thought of / studiedOTHER is the→aDET foreign language . It 's good , if a child can speak a foreign language , because it will be a beneficial skill for him to apply ∅→inPREP a future job in outside his home country . Some experts consider that teaching a foreign language for→toPREP children at→inPREP primary school is better than doing it in secondary ∅→schoolNOUN . However , in my opinion , there are advantages and→∅OTHER disadvantages ,→∅PUNCT as well ∅→as advantages in itOTHER . Firstly , primary school is the→aDET place for children to develop their character→charactersNOUN:NUM . As we know , that the first→mainADJ duty of a primary school is building character , not skills . At this age , the children are→∅VERB:TENSE✅ still need a lot of time to play and they should use their time in primary school for it . So , they should n't study a difficult subject . However , ∅→IPRON based→can sayVERB on→fromPREP my own experience ,→thatOTHER studying a foreign language such as English is→∅VERB:TENSE⚠️ really pressuring→pressuresVERB:FORM my brain , I have to think ∅→about difficult materialsOTHER and remember hard about→∅OTHER the→themPRON materials→∅NOUN . In opposite→on the contraryOTHER , the children in secondary school are having→haveVERB:TENSE✅ stronger capacity and mentality→mental potentialOTHER to study a hard subject like English . At secondary school , teaahers→teachersSPELL not→do do n'tOTHER need to focus on the→∅DET character building anymore , they could→canVERB:TENSE⚠️ push the student to study on→∅PREP a more difficult subject than in primary school , because , at this age the student have→∅VERB already good→has a sufficientOTHER brain capacity to study ∅→aDET subject like English . In conclusion , I think that preparing→providingVERB the→∅DET children about→withPREP foreign language skill→skillsNOUN:NUM as soon as possible is a good decision , but we have to look ∅→at whether whetherPREP are children ready or not→or not children are readyWO for it . So ∅→, in my opinionOTHER , teaching ∅→aDET foreign language for→toPREP children at primary school is not a good choice , however , teaching foreign language at secondary school is the best policy .

{"id": 100}
The better→bestADJ age for children to begin to study foreign languages has been argued for many years . Some people believe that it is worthy→suitableADJ to start earlier ∅→,PUNCT at primary school . However , others argue that beginning to learn other languages at secondary school is ∅→aDET better decision . So , this issue is going to be discussed underneath . It is generally believed that the knowledge we ∅→haveVERB:TENSE⚠️ got in the→ourDET childhood is better remembered→remembered betterWO . The same thing ∅→can be said about /OTHER is with→true forOTHER languages . At the→∅DET primary school it is easier to learn something new . Moreover , organism of→children 'sOTHER kids→childrenNOUN is more flexible and they can be learned→learnVERB:TENSE✅ the right accent and grammar faster than elder→olderADJ people . For instance , scientists ∅→haveVERB:TENSE⚠️ proved that children under the age of 12 can be taught almost everything because ∅→of the qualitiesOTHER of their minds . Furthermore , if ∅→a foreign a foreignOTHER language has been→wasVERB:TENSE⚠️ learned before 12 years old , the man→personNOUN can become bilingual person→∅NOUN . Nevertheless , some people consider that→∅PREP it is→to beVERB:FORM better to begin leaning ∅→aDET foreign language at secondary school rather than at the→∅DET primary school . They suppose that a child should learn his or her own language well→properlyADV before commencing→beginning / startingOTHER to be taught to→∅PREP other languages . What is more , they think that two or more languages can mix ∅→upPART in the mind ∅→,PUNCT what→whichPRON causes→can causeVERB:TENSE✅ the→aDET trauma for a child . However , languages present cultures . So , the child who started to learn ∅→aDET foreign language earlier can be considered as ∅→a broadOTHER broaden→broadMORPH - minded ∅→personNOUN . As a result ∅→,PUNCT these children have better communicative→communicationMORPH skills . To sum up , I would like to say : " So many men , so many minds " . Parents should decide what is more convenient for their child and when he or she should be taught foreign language→languagesNOUN:NUM . However , personally , I suppose that it is better to begin learning ∅→foreignADJ languages as earlier→earlyMORPH as possible , for example , at the primary school ∅→levelNOUN . To my mind , under these conditions children better understand→understand betterWO the sense→featuresNOUN of ∅→featuresNOUN language and→the languageOTHER even the culture of ∅→the theDET country where people speak it .